Dianna Locke - Elementary Media Specialist at Heards Ferry Elementary School in Atlanta, GA
Diane Watt - Teacher Educator in Critical Literacies at the University of Ottawa
Diana McMasters - Technology Teacher/Coordinator, Interdistrict School for Arts And Communication in New London, CT
Context:
This lesson will be taught during an integrated social studies and language art class.
Community: Local community PURPOSE
The student will understand and describe how the cultural characteristics of their community has evolved from the days of the Native Americans through the Colonial Times into the Industrial times through the present.
Students will make connections to their life experiences and their community. They will describe the role they will play in determining what their community will become in the future.
Standards:
Common Core Standards:
CC6-8RH/SS7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CC6-8RH/SS1 Cite specific textual evidence to support analysis of primary and secondary sources.
21st Century Skills
Standard 2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
Communicate information and ideas effectively to multiple audiences using a variety of media and formats
Develop cultural understanding and global awareness by engaging with learners of other cultures
Contribute to project teams to produce original works and solves problems.
Goal of Project:
To write and film a digital story that teaches and inspires a young audience to become stewards of "Our City". We will focus on the environmental changes that have occurred in "Our City" throughout four major historical periods.
1. The Pre-European Native American times 2. The Colonial / Agricultural times 3. The Industrial Revolution times 4. Present Day
Guiding Questions: How have humans interacted in "Our City" throughout history? How do we interact with "Our City"? How can we now become stewards of "Our City"? Why must we protect "Our City" and convince others to become stewards too?
Overall Objectives:
1. Students will research the life of "Our City" during four specific time periods: Native Americans, Colonial, Industrial Revolution and Present day.
2. Students will use factual information to make a digital documentary that convinces others to be stewards of "Our City".
3. Students will use descriptive, detailed writing and create a multimedia documentary in iMovie to present their research, observations and evidence about protecting environmental history of "Our City".
4. Students will work as media makers to plan and produce a short digital documentary that visually tells the story of four major time periods.
5. Students will integrate technology and print media to create their digital story.
TASK/ACTIVITY:
How has your community and its culture evolved between the periods of Native American, Colonial, Industrial and Modern times? Students need to show their personal connections to "Our City".
Language Arts Expectations:
•Students will write informative texts to describe life in "Our City" for each time period using research and their own experiences while investigating "Our City". •Students will use precise language and domain-specific vocabulary to inform about life in "Our City" for each time period. •Students will produce clear and coherent writing in which the development, organization, and style are appropriate for a digital documentary about being a steward of "Our City". • Students will, with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • Students will use technology, including the Internet, to produce and publish the digital documentary.
Social Studies/Visual Arts Expectations:
• Students will research four time periods in "Our City" using primary and secondary sources, and demonstrate their knowledge of how people interacted in "Our City" over time through the creation of a digital documentary. • The documentary will be presented to authentic sixth grade audience at the end of the unit.
Student check list of work and study habits (Formative Assessment):
1. I can come to all classes prepared with these expectation sheets, pen/ pencil and your new picture book folder / portfolio, which we will give you.
2. I can complete work in class and finish all homework.
3. I can keep track of all due dates and record important due dates for each class on my homework sheet.
4. I can meet deadlines.
5. I can attend after-school help sessions if needed.
6. I can arrive each day with a positive attitude for success.
7. I can take suggestions for revision and editing and make changes as needed to all my work in all subjects.
8. I understand the requirements of the project and deadlines.
9. I agree to strive for excellence, and can stay after school if needed.
CONTENT
Topics: We want to inform the ourselves and others how our city has changed over times.
Texts: Written word, photos, videos, and scanned artifices.
PEDAGOGY
Instructional Strategies:
Students will works in collaborative groups to become experts in one of seven cultural characteristics: tools, food, transportation, clothing, shelter, interaction with the environment and recreation.
Students will use a variety of research tools as Evernote (online) and a visit to the library for primary and secondary resources.
Student can also visit the online historical society for further information.
Teacher will use Mindmeister to visualize the steps to complete their PBI.
Mindmeister
Digital Tools:
Students will use digital-video cameras, computers, iMovie, and scanners.
ASSESSMENT
Formative
Exit Slip and Polling so students can self assess their understanding of their daily learning target and progress.
Completed storyboard (template below)
Work Product
Students will produce a 2 - 3 minute Digital Documentary.
Our City Over the Years
Diana Watt, Diane McMaster, and Dianna Locke
Pre-Production Plan Group 5
Learners:
Sixth grade students.
Self:
Context:
This lesson will be taught during an integrated social studies and language art class.
Community: Local community
PURPOSE
The student will understand and describe how the cultural characteristics of their community has evolved from the days of the Native Americans through the Colonial Times into the Industrial times through the present.
Students will make connections to their life experiences and their community. They will describe the role they will play in determining what their community will become in the future.
Standards:
Common Core Standards:
21st Century Skills
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
Goal of Project:
To write and film a digital story that teaches and inspires a young audience to become stewards of "Our City". We will focus on the environmental changes that have occurred in "Our City" throughout four major historical periods.
1. The Pre-European Native American times
2. The Colonial / Agricultural times
3. The Industrial Revolution times
4. Present Day
Guiding Questions: How have humans interacted in "Our City" throughout history? How do we interact with "Our City"? How can we now become stewards of "Our City"? Why must we protect "Our City" and convince others to become stewards too?
Overall Objectives:
1. Students will research the life of "Our City" during four specific time periods: Native Americans, Colonial, Industrial Revolution and Present day.
2. Students will use factual information to make a digital documentary that convinces others to be stewards of "Our City".
3. Students will use descriptive, detailed writing and create a multimedia documentary in iMovie to present their research, observations and evidence about protecting environmental history of "Our City".
4. Students will work as media makers to plan and produce a short digital documentary that visually tells the story of four major time periods.
5. Students will integrate technology and print media to create their digital story.
TASK/ACTIVITY:
How has your community and its culture evolved between the periods of Native American, Colonial, Industrial and Modern times? Students need to show their personal connections to "Our City".
Language Arts Expectations:
•Students will write informative texts to describe life in "Our City" for each time period using research and their own experiences while investigating "Our City".
•Students will use precise language and domain-specific vocabulary to inform about life in "Our City" for each time period.
•Students will produce clear and coherent writing in which the development, organization, and style are appropriate for a digital documentary about being a steward of "Our City".
• Students will, with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• Students will use technology, including the Internet, to produce and publish the digital documentary.
Social Studies/Visual Arts Expectations:
• Students will research four time periods in "Our City" using primary and secondary sources, and demonstrate their knowledge of how people interacted in "Our City" over time through the creation of a digital documentary.
• The documentary will be presented to authentic sixth grade audience at the end of the unit.
Student check list of work and study habits (Formative Assessment):
1. I can come to all classes prepared with these expectation sheets, pen/ pencil and your new picture book folder / portfolio, which we will give you.
2. I can complete work in class and finish all homework.
3. I can keep track of all due dates and record important due dates for each class on my homework sheet.
4. I can meet deadlines.
5. I can attend after-school help sessions if needed.
6. I can arrive each day with a positive attitude for success.
7. I can take suggestions for revision and editing and make changes as needed to all my work in all subjects.
8. I understand the requirements of the project and deadlines.
9. I agree to strive for excellence, and can stay after school if needed.
CONTENT
Topics: We want to inform the ourselves and others how our city has changed over times.
Texts: Written word, photos, videos, and scanned artifices.
PEDAGOGY
Instructional Strategies:
Students will works in collaborative groups to become experts in one of seven cultural characteristics: tools, food, transportation, clothing, shelter, interaction with the environment and recreation.
Students will use a variety of research tools as Evernote (online) and a visit to the library for primary and secondary resources.
Student can also visit the online historical society for further information.
Teacher will use Mindmeister to visualize the steps to complete their PBI.
Mindmeister
Digital Tools:
Students will use digital-video cameras, computers, iMovie, and scanners.
ASSESSMENT
Formative
Work Product
Summative
Digital Products